What is Differentiated Instruction 1

What is Differentiated Instruction

Elizabeth Stefanski

Post University
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At the beginning of EDU 605, I thought I knew a fair amount regarding differentiated

instruction from my undergraduate studies and teaching experience. For the start of the course, I

created this mind map brainstorming anything I knew prior about differentiation:

Now, I know that differentiation can only happen once a teacher gets to know their

students. Activities to get to know student interests, preferences, likes, dislikes, culture, and

hobbies are beneficial for a teacher to form interest-based groups or tasks. Students can perform

well on tasks based on the fact they are connected to the content through interest. This can only

be done once the teacher is informed and aware of their students. This is a great way for an

educator to help students who are less motivated in school. Differentiation is for not only

academics, but engagement and motivation as well.

I knew about UDL principles prior to this course, however, I did not realize how

connected UDL is to differentiated instruction. If a teacher focusses on UDL principles, they are,

in turn, focussing on differentiation to benefit their learners.

A large factor in differentiating process in today’s learning world is using web 2.0 tools.

Technological skills that you students may have can be discovered when you incorporate these
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tools in your teaching. I did not feel confident in using tablets and apps in the beginning of this

school year, but when I did, I found some students flourished when learning with technology.

This connects to Howard Gardner’s theory of multiple intelligences. I learned that there are many

different ‘intelligences’ or skill sets. It is important a teacher knows the learning styles and

strengths of their students so they can build upon them, including technology skills. These web

2.0 apps can also be used to post leveled or interest based tasks for students to complete

independently, as well as be utilized as assistive technology to meet the needs of all learners.

Another way to differentiate that I did not know prior to this course is based on readiness.

Pre assessments can inform a teacher about how much a student already knows, and which

students need support, basic skills, and background knowledge before teaching a skill.

A teacher can use their knowledge of student readiness to plan tiered lessons. Without

background knowledge, a teacher cannot create informed tiered lessons. Not all students should

be expected to know and be able to do the same things, and tiered lessons can ensure that the

standard taught is consistent, but the objectives can range to support or enrich learners based on

levels of readiness.

In summary, differentiated instruction is the most vital part of an effective teacher’s

practice. Differentiated instruction can only occur when an educator truly knows their students

skills, needs, interests, levels of readiness, intelligences, and learning styles. Teachers should

place an importance on this, and then, may make adaptable, fluid decisions based on their

knowledge, to help all students achieve a level of success in their classroom. After taking the

course, I have updated and created a new mind map to represent my understanding about

differentiated instruction:
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